The vast majority of my followers on social media are my students. Not my readers here, but as long as it’s only 140 characters there might be a chance they read it. In preparation for another school day, I was overcome with the usual sense of frustration and dred, imagining another course of IDK’s and IDC’s. So I impulsively sent out this.
It probably was the first time I fell into the trap of sending a subtweet.
Previously, I have talked about the amount of interaction and the relationships that can form between teachers and students in a small school. With all the schedule changes this year, I am fortunate enough to have one class where I have been around all the students for at least one previous class, while most of the students have had me twice, and a couple three times. (Figured out who I am talking about yet?) So, I entered this year with high hopes in anticipation of working with all these students that I have had before. I wouldn’t have that typical feeling out period where students and teachers kind get to know each other. We could just jump in and start to math. But then I saw the schedule. Not only was this class nearly twice as big as it ever had been, I had two different classes lumped together. I thought it would be okay though, I had built up a relationship with these kids.
Reality was a let down though. I am modifying my curriculum on the fly, which is never good. Because the class is twice as large the negative behavior has reached a critical mass where it can drag down all but the most motivated. I have students in class who wouldn’t be there except for the relatively new fourth year math requirement. The pressure for college credits has increased drastically even in the last three years. I fear that the majority of students in my class are there because they believe they are SUPPOSED to be there, not because they WANT to be there.
That’s just the student influences though, I haven’t even begun to talk about my own actions. I need to make sure that I had weekly grades. I need to vary my grades, of which I don’t. I need to make sure I am providing enough opportunities. There is too much down time. I need to vary my presentation. I give out too many A’s and B’s. Students don’t know how to improve grades. I don’t provide enough resources. Instruction needs to be bell to bell. Everyday is an academic day. If students say they are learning in my room, they are just lying to protect me because I am likable. Students can’t be expected to do math without examples. Students shouldn’t take more than 2 minutes to solve a math problem. I haven’t asked students what their preferred learning style is. I should contemplate if a high school is really the place for me, because sometimes people just need a career change. Essentially, nothing is ever learned in my classroom, my students just look at social media, and if anyone ever did want to learn something, they would have to find another teacher. This has been my environment for the past three years.
All that has influenced me in ways I really don’t like. I don’t have patience like I used to. I don’t have empathy like I used to. For example, today I covered a topic that should have been largely review from the previous class. I had a quiz planned for tomorrow because it was a review topic, so if everything went smoothly I would assess tomorrow. If the students struggled, I would keep teaching, they would keep learning and I would assess at a later date. But one student I think slept through class, another studied lines for the upcoming musical, a couple did a few questions then studied physics formulas, three were consistently on their phone, and I had to almost constantly talk over four. The 10 or so who did problems consistently seemed to know what was going on until we got to linear and angular speed and then the questions and confusion just got weird. (Figured out who I am talking about yet?)
Should I assess tomorrow? I think yes, because those students who had time to ignore me and focus on physics, or whatever else they were doing, must understand what is going perfectly. If they didn’t understand what was going on why else would they possibly choose to ignore me.
I hate that I think like that. It’s like school is making me hate students who I normally like. It’s kind of like Ghostbusters II. Watch from about 3:40 to the end.
It’s like school is the river of slime, especially true with a description like, “pure, concentrated evil.” This class that I am talking about, I really like them, I really do, but when I have to meet them in the river of slime that I call school, now I hate them. That whole vindictive process ultimately delegitimizes both the teacher and the students.
Several years ago I wouldn’t have handled it like that. First we would have been in one large group, 13 or 14 tops. The structure can alter the class dynamic drastically. I would have found time for us, and I mean all of us, to discuss the upcoming musical. I would have found time to talk about physics, whether that be studying the formulas for the class, talking about the formulas, or the purpose of memorizing the formulas. I would have talked about the stresses of work and how to deal with fatigue. I would have worked in a discussion of multitasking and the impossibility of multitasking and learning. With whatever time was left we would have discussed the math topic for the day. Those discussions about physics, the musical, or multitasking, would have all probably centered around the idea of how we learn and why we learn. So even if math didn’t dominate the day, I would still have felt like it was a productive day.
All those pressures about grades, bell to bell, every day an instructional day, I didn’t have those several years ago. I could teach in a manner that would align with my perceptions of the purpose of school. In my lower levels that meant I could dangle free time and movies as incentive for work. I didn’t fear being called down to the office to explain my lack of resources, which freed me to harass/encourage students, rather than just ignore them like I do now. In my upper levels we spent time talking about zones of proximal development and theories of how we learn, purpose of college, school in Brazil, or even the TARDIS. When we did math it was done collectively, which was fine because grades were more or less a fabrication and students were more or less on the honor system whether they learned. It wasn’t just math, but it was also while I was teaching a class that became dubbed epicnomics, where the exam was a report on UHF. I was able to run a project based Geography, full of down time, but full of great presentations. Ever contemplate the geography of nothing?
That leeway in class allowed me to branch out and pressure students to move beyond their comfort zones. It started with simply trying to get a student to think about a homework assignment (why are you coloring as a senior?), morphed into proofreading papers to try and instill a mindset that a good grade isn’t enough (“I got a 95, but don’t feel like I know what I’m doing.”), and culminating when I got tired of excuses from one of the smartest students I have ever met, set my computer and credit card in from of them and told them to register for the ACT. Those are some of my best memories from several years ago, even though they have nothing to do with math. Math was still taught and learned, but it was incidental to why that slimy school should exist.
It was a different climate though. I felt as though I had some autonomy to define success. OTES didn’t exist. I had different classes. I had different administration. I had different students. I’m different too.
When I say I need a break from school, I’m not talking about a vacation. I still want to learn something. I just want to leave the river of slime behind.